Historical, Political, and Societal Factors in Curriculum Design that Affect Academic Achievement in Nuiea Mountains Region Schools

TABLE OF CONTENTS

1)ECi~AI~AT~ON~1

APPROVAL

1)E1)ICATION

ACKNOWLEDGEMENT iv

TABLE OF CONTENTS

LIST OF TABLES

ABSTRACT

CHAPTER ONE: INTRODUCTION 1

1.0 Introduction

1 .1 Background of the study I

1.2 Statement of the problem 3

1.3 Objectives ofthe study 4

1.3.1 General objective 4

1 .3.2 Specific objectives 4

1 .4 Research questions

1.5 Significance of the study

1.6 Scope of the study

1.6.1. Geographical scope 5

1 .6.2 Time scope 5

1.6.3 Content scope 5

1 .7 Conceptual framework 6

CHAPTER TWO: LITERATURE REVIEW 7

2.0 Introduction 7

2.1 Theoretical review 7

2.2 i)eflnition of key concepts 8

2.2. 1 Acaclem ic achievement 8

2.2.2 Curriculum 8

2.3 Historical, political, and societal factors in curriculum design that affect academic

achievement 9

2.3.1 Historical factors in curriculum design that affect academic achievement 9

2.3.2 Political factors in curriculum design that affect academic achievement 11

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2.3.3 Societal factors in curriculum design that affect academic achievement 13

2.4 Relationship between the historical, political and societal factors in curriculum design

with the education system 1 5

2.5 Measures for proper implementation of good academic curriculum 18

CHAPTER THREE: METHODOLOGY 20

3.0 Introduction 21

3.1 Research Design 21

3.2 Study Area 21

3.3 Target population 21

3.4 Sample size 21

3.5 Sampling technique 22

3.6 Data Collection sources 22

3.7 Data collection Tools 22

3.7.1 The questionnaire 22

3.7.2 Interviews 22

3.7.3 Focus Group Discussions (FGD5) 23

3.7.4 Observation 23

3.8 Procedure 23

3.9 Ethical Considerations 23

3.10 Limitations of the Study 23

3.1 1 Dissemination of Results 24

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION

OF FINI)INGS 25

4.0 Introduction 25

4.1 Soc io-demographic characteristics of respondents 25

4.1.1 I3io data of respondents 25

4.1.2 I)istribution of respondents by Gender 25

4.1.3 [)istribution of respondents according to age bracket 26

4.1.4 Distribution of respondents according to education background 26

4.1.5 Distribution of respondents according to marital status 27

4.1.6 Distribution of respondents according to occupation 27

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4.2 The historical, political and societal factors in curriculum design that affect academic

achievement in Nuba Mountains region schools 28

4.2.1 Historical factors 28

4.2.1.1 Many people in Nuba Mountains are illiterates 28

4.2.1.2 There is too much reliance on foreign domination for instance language used is

Arabic 29

4.2.1.3 There is no education in Nuba Mountains region 30

11.2.2 Political factors that affect curriculum design 31

4.2.2.1 There is maintenance of heavy military presence 31

4.2.2.2 Too much conflicts are affecting the curriculum 32

4.2.2.3 Genocidal activities ofthe Bashir government affect the design 33

4.2.3 Societal factors that affect design 34

4.2.3.1 Resistance of the system by people 34

4.2.3.2 Poverty in the society affects design 35

4.2.3.3 Ignorance in the area 36

4.3 How the historical, political and societal factors in curriculum design are affecting the

academic achievement in Nuba Mountains region schools 36

4.3.1 Culture as the basis for capacity building affects academic performance 36

4.3.2 Mother’s education levels affect academic performance 37

4.3.3 Gender differences also affect academic performance 39

4.3.4 Family structure also affects curriculum 39

4.3.5 Government abrupt system of changing management 40

4.4 Measures for proper implementation of good academic curriculum 41

11.11.1 Re—culturing rather than restructuring 41

4.4.2 Taking feedback of stakeholders can also improve the academic curriculum 42

443 There is need for improved strong teacher—to—teacher trust 43

CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENI)ATIONS 44

5.0 Introduction 44

5.1 Summary of findings 44

5.1.1 Social demographic characteristics of respondents 44

5.1.2 The historical, political and societal factors in curriculum design that affect 44

5.1.3 How the historical, political and societal factors in curriculum design are affecting 45

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5.1.4 Measures for proper implementation of good academic curriculum .45

5.2 Conclusions 45

5.3 Recommendations 46

5.4 Areas for further research 47

APPENI)ICES 52

APPENDIX I: QUESTIONNAIRE 52